Freedom in the classroom should concern the schools as much as the development of cognition and skills. Freedom has traditionally been regarded as something that the child already possesses or which will develop by itself. However, freedom is not a naturally developing property of man, but a delicate and fragile quality of mind and behavior which must be recognized and encouraged by the schools. Relational patterns of perceiving and behaving which describe how three different types of children relate to the classroom environment are: survival, adjustment, and encounter. The most immature and closed pattern is that of survival in which the child regards the world as a dangerous place and wishes to keep change to a minimum. The adjustment pattern typifies the child who first discovers what others expect of him and then produces the desired behavior. Change is tolerated if sanctioned by authority. The pattern of encountering is the most mature and is seen in the child who is able to tolerate uncertainty, can postpone gratification, is curious and receptive to his environment, and is not afraid to express emotions. Components and antecedents of freedom, and their significance for the teacher in helping all three types of children achieve freedom in the classroom, are discussed. [Filmed from best available copy.] (NH)